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Relevant bibliographies by topics / Program learning outcomes

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Academic literature on the topic 'Program learning outcomes'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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Journal articles on the topic "Program learning outcomes"

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Bahous, Rima, and Mona Nabhani. "Assessing education program learning outcomes." Educational Assessment, Evaluation and Accountability 23, no. 1 (2010): 21–39. http://dx.doi.org/10.1007/s11092-010-9112-0.

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Zerafa, Esmeralda. "Supporting children with mathematics learning difficulties: Outcomes of an intervention program." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (2017): 296–303. http://dx.doi.org/10.18844/gjhss.v3i1.1778.

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Arif, Muamar Zainul, Arif Irfa'i, and Ali hasbi Ramadani. "Relevansi Lulusan Terhadap Program Learning Outcomes." JDMP (Jurnal Dinamika Manajemen Pendidikan) 6, no. 2 (2022): 97–101. http://dx.doi.org/10.26740/jdmp.v6n2.p97-101.

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Relevansi menyangkut dua dimensi, yaitu di program studi dan dunia kerja dunia usaha. Tujuan penelitian untuk mengetahui relevansi lulusan terhadap PLO S1 Pendidikan Teknik Mesin. Dari hasil penelitian akan dijadikan input dalam evaluasi, pengembangan PLO yang telah diterapkan. Metode penelitian bersifat deskriptif kuantitatif dengan pendekatan survey. Penelitian ini menggunakan instrumen angket melalui website tracer study Unesa. Hasil penelitian menunjukan adanya relevansi lulusan prodi S1 PTM dengan PLO, relevansi ditunjukan dengan adanya keeratan antara bidang studi dengan pekerjaan alumni

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Mageed Hag Elamin, Khalid Abd El. "From Program Goals to Student Achievement: A Framework for Mapping and Weighting Course Learning Outcomes in Electrical Engineering Program." Journal of Educational & Psychological Research 6, no. 2 (2024): 01–10. http://dx.doi.org/10.33140/jepr.06.02.04.

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This paper presents a systematic approach for directly assessing student learning outcomes in the Electrical Engineering program at the Al Neelain University. The focus is on aligning program learning outcomes (PLOs) with course learning outcomes (CLOs) and developing a method for calculating the numerical weight of each CLO based on its contribution to the overall assessment scheme. This method allowsfor a more accurate and transparent evaluation of student achievement and program effectiveness, ultimately supporting the university's pursuit of accreditation.

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Hasib, Masud Shaikh, and Arun Kumar Prof. "Implementing an Application for Attainment Calculation of Program Outcomes and Course Outcomes for Courses of University-Affiliated Engineering Programs." International Journal of Engineering and Advanced Technology (IJEAT) 11, no. 4 (2022): 49–56. https://doi.org/10.35940/ijeat.D3409.0411422.

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<strong>Abstract:</strong> The main goal of outcome-based education (OBE) is the achievement of program outcomes in a 4-year program. To achieve this, program outcomes need to be properly mapped with the course outcomes of courses of a particular program. Program Outcomes are the statements that describe what knowledge students will achieve by the time of graduation. OBE ensures that a graduate student not only possesses knowledge in a specific program but can also be globally accepted. The curriculum is designed in such a way that students get trained in all 12 program outcomes set by the Nat

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Anggreni, Ni Luh Putu Yesy. "PENGARUH MOTIVASI BELAJAR DAN DISIPLIN BELAJAR TERHADAP HASIL BELAJAR MAHASISWA SEMESTER II B PADA MATA KULIAH PERKEMBANGAN PESERTA DIDIK PROGRAM STUDI PENDIDIKAN EKONOMI FPIPS IKIP PGRI BALI TAHUN AKADEMIK 2016/2017." Widyadari 19, no. 1 (2018): 46–50. https://doi.org/10.5281/zenodo.1241207.

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The purpose of this study (1) to determine the significant effect of students' learning motivation on the students' learning outcomes of second semester B in the learner's developmental course, (2) to know the significant effect of students' learning discipline on student learning outcomes of second semester B on (3) to know the significant effect of the significant influence of learning motivation and learning discipline together towards the students' learning outcomes of second semester B in the course of student development Economic Education Study Program of FPIPS IKIP

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A., Sahira Banu. "Teaching – Learning Outcomes." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 26–28. https://doi.org/10.5281/zenodo.7323084.

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The overall purpose of education is to bring about worthwhile changes in the behavior patterns of pupils. Instructional objectives have the direct role to play in this process. Learning outcomes are measurable statements that articulate at the beginning what students should know, be able to do, or value as a result of taking a course or completing a program.  

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AR., Saravanakumar. "Creation, Application and Implication of Learning Outcomes." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 1–4. https://doi.org/10.5281/zenodo.7323076.

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Learning outcomes describe what students are expected to demonstrate and program outcomes describe what a program is expected to accomplish. Learning outcomes describe what students are expected to demonstrate and program outcomes describe what a program is expected to accomplish. Learning outcomes are guiding tools which guide the students to the desired results of the planned course. They also show and help the teachers the path to be followed and make the students aware what they will be able to achieve at the end of the course. Also, they help the teachers and the students know the route t

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Martin-Visscher, Leah A., Kristopher Ooms, and Peter Mahaffy. "Chemistry as if students matter: from student to student’s learning outcomes." Canadian Journal of Chemistry 99, no. 8 (2021): 685–91. http://dx.doi.org/10.1139/cjc-2020-0349.

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As a tribute to the legacy of Dr. Margaret-Ann Armour, we report on an initiative that involves university undergraduate students directly and meaningfully in the articulation and implementation of student learning outcomes for their chemistry programs. Student learning outcomes describe what a student should know, do, and value at the end of a learning experience. The initiative was carried out over several years at the King’s University in Edmonton, a small undergraduate liberal arts and science institution with a Chemical Institute of Canada accredited B.Sc. chemistry program. Senior studen

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T., Kalaiponni. "Teaching and Learning Outcomes." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 40–41. https://doi.org/10.5281/zenodo.7323092.

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The aim is to provide good knowledge to the learner. Learning goals and objectives generally describe what an instructor, program, or institution aims to do, whereas, a learning outcome describes in observable and measurable terms what a student is able to do as a result of completing a learning experience (e.g., course, project, or unit).  

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Dissertations / Theses on the topic "Program learning outcomes"

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Castleberry, Thomas E. "Student learning outcomes assessment within the Texas State MPA program /." View online, 2006. http://ecommons.txstate.edu/arp/182/.

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Godfrey, Kathleen Ann. "Global Learning Outcomes of a Domestic Foreign Language Immersion Program." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1034.

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There is a critical need for college students to receive an education that fosters global learning in preparation for life in an increasingly interdependent and interconnected world. Universities recognize this need and endeavor to provide a range of programs that target global knowledge and skills, and meet the needs of traditional and non-traditional students. Domestic foreign language immersion programs can contribute to student global learning and development by providing students with an opportunity to participate in a rich global learning experience in the U.S. While some researchers hav

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Lee, Yoon Suk. "An Approach to Identify Effective Learning Outcomes for a Training Program." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/36462.

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Low back disorders (LBDs) are one of the most commonly occurring injuries in industry. To attempt to reduce these work-related injuries, billions of dollars are being budgeted for formal training in the U.S. However, the outcomes of this training are below a satisfactory level. The majority of organizations utilize the Four-level Evaluation Model to evaluate their training program. However, previous studies have pointed out some limitations regarding this evaluation model. Moreover, most organizations collect only trainee reaction, the first level of the Four-level Evaluation Model, to

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Nelson, LIsa V. "International Service Learning: Program Elements Linked to Learning Outcomes, and Six Participant Motivation Factors Revealed." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1418671274.

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Smith, Reid J. "Alignment of intended learning outcomes, curriculum and assessment in a middle school science program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/489.

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This study focused on the intended learning outcomes, curriculum and assessment in the science curriculum offered at a regional independent Middle School in the state of Victoria, Australia. In-school assessment has indicated that the current science curriculum of this Middle School may not develop students' skills in scientific literacy as effectively as intended. One hypothesis to explain this deficit is that there is a misalignment of intended outcomes, curriculum materials and assessment. This study aimed to determine the extent to which the intended curriculum and assessment in this Victo

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Markina-Khusid, Aleksandra. "Effect of learning on stakeholder negotiation outcomes : modeling and analysis of game-generated data." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/100390.

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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, Engineering Systems Division, System Design and Management Program, 2015.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 75-81).<br>A design negotiation game based on a stakeholder salience framework was created by the APACE research team to explore negotiation dynamics between stakeholders with individual attributes and agendas. Experimental data was collected anonymously during games played by groups of human participants through a web interface. It was found that the ne

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Jenkins, Jeffrey M. "Expected and Unexpected Outcomes of a Service-Learning Program Rooted in Social Justice and Pragmatic Constructivism." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/247.

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Service-learning, an experiential learning and teaching pedagogy, provides students and teachers the opportunity to take classroom knowledge and put it to work in real world applications in the greater community. This qualitative case study dissertation explored the expected and unexpected outcomes of a service-learning program at an urban charter high school. Through a review of current literature, the history of service-learning is traced from its modern roots to present day incarnations. Grounded in the overlapping frameworks of pragmatic constructivist theory and practice, and service-lear

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Davis, Kirsten A. "Pursuing Intentional Design of Global Engineering Programs: Understanding Student Experiences and Learning Outcomes." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97979.

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As engineering work becomes more globalized, it is important to prepare students to succeed in a global engineering workforce. Prior research has explored different factors important to the design of global programs generally, but less is known about the experiences and learning outcomes of engineering students while abroad. Because this population has historically been underrepresented in global programs, few research-based practices have been identified to support the intentional design of global experiences for engineering students. This dissertation seeks to provide such insights through t

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de, la Harpe Barbara I. "Design, implementation and evaluation of an in-context learning support program for first year education students and its impact on educational outcomes." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1319.

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This research was concerned with furthering theoretical and practical understanding of student learning at university through a longitudinal, cross-sectional, in-depth study of first year students in a specific learning context, namely Educational Psychology. The main aim of the study was to investigate ways of assisting students to be effective learners. The particular role that affect played in learning and the relationship between learning behaviour and learning outcomes, was explored. A Conceptual Model of student learning incorporating student cognition, metacognition, motivation, affect

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Johnson, Esther R. "Benefits of School-To-Work Program Participation: Perceptions of Students and Comparison of Pre and Post Grades and Attendance." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/29684.

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There has been limited evaluation to show the perceptions of student participants in school-to-work programs about the impact of school-to-work program participation as being beneficial to their postsecondary educational and career plans, and no research to determine whether perceptions differ significantly across race and gender. In addition, the minimal research conducted to date did not study student participants' perceptions about the impact of the program on their understanding of the relevance of the academics to the worksite and their overall academic success. Nor did the research add

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Books on the topic "Program learning outcomes"

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Enterprises, Rick Hansen, and British Columbia. Ministry of Education., eds. BC Life Skills Program: Connecting : CAPP and personal planning learning outcomes and the BC Life Skills Program. [British Columbia, Ministry of Education, 1995.

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United States. Office of Educational Research and Improvement., ed. OUTCOMES OF LEARNING: RESULTS FROM THE 2000 PROGRAM FOR INTERNATIONAL STUDENT ASSESSMENT OF 15-YEAR-OLDS IN READING, MATHEMATICS, AND SCIENC. s.n., 2003.

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F, Carden, Patton Michael Quinn, Smutylo Terry, and International Development Research Centre (Canada), eds. Outcome mapping: Building learning and reflection into development programs. International Development Research Centre, 2001.

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L, Gearhart Deborah, ed. Cases on distance delivery and learning outcomes: Emerging trends and programs. Information Science Reference, 2010.

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L, Gearhart Deborah, ed. Cases on distance delivery and learning outcomes: Emerging trends and programs. Information Science Reference, 2010.

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Dongmei, Yue, ed. Learning psychotherapy: A time-efficient, research-based, and outcome-measured training program. W.W. Norton & Company, 1999.

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Ha, Tran Thu. Extra classes and learning outcomes of eight-year-old children in Vietnam. Young Lives, 2005.

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Mulford, William. Educational leadership for organisational learning and improved student outcomes. Kluwer Academic Publishers, 2004.

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Mulford, William. Educational leadership for organisational learning and improved student outcomes. Kluwer Academic Publishers, 2004.

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Mulford, William. Educational leadership for organisational learning and improved student outcomes. Kluwer Academic Publishers, 2004.

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Book chapters on the topic "Program learning outcomes"

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Massa, Laura J., and Margaret Kasimatis. "Student Learning Outcomes." In Meaningful and Manageable Program Assessment. Routledge, 2023. http://dx.doi.org/10.4324/9781003445968-4.

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d’Abbs, Peter, and Nicole Hewlett. "Conclusion: Outcomes and Issues." In Learning from 50 Years of Aboriginal Alcohol Programs. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0401-3_10.

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AbstractThis chapter summarises findings from the previous chapters addressing, respectively, primary prevention; secondary prevention or early intervention; treatment and rehabilitation; local restrictions on supply of liquor; community-controlled liquor outlets; liquor permit schemes; programs for preventing and diagnosing FASD and providing support to affected families, and community patrols and warden schemes. In most of these domains, there is little evidence with which to assess program outcomes; most of the limited data produced relates to implementation processes rather than outcomes.

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Alnaami, Mohammed Yahya, Hamza Mohammad Abdulghani, Salwa Elsobkey, and Hazar Yacoub. "Assessment of Learning Outcomes." In Novel Health Interprofessional Education and Collaborative Practice Program: Strategy and Implementation. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-3420-1_18.

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Khan, Khadernawaz, and Umamaheswara Rao Bontha. "Outcomes-Based Assessment in an English Language Program." In Second Language Learning and Teaching. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32601-6_6.

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Salisbury, Mark. "Matching Program and Student Characteristics with Learning Outcomes." In Putting the Local in Global Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003446606-4.

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Shariff, Sariwati Mohd, Siti Haslinda Abd Halim, and Saadiah Yahya. "MITRANS Postgraduate Research Programs in Transport and Logistics: Program Outcomes Survey." In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_56.

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Eppich, David P., and Marilee J. Bresciani. "Incorporating Outcomes-Based Assessment into Program Review and Budgeting." In Assessing Student Learning in the Community and Two-Year College. Routledge, 2023. http://dx.doi.org/10.4324/9781003443070-9.

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Sturrock, Gordon, and David Zandvliet. "Effective Teaching: Linking Outcomes of Active Citizenship to Learning Environments." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_5.

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AbstractThis chapter discusses the use of a learning environment instrument, the Place-Based Learning and Constructivist Environment Survey (PLACES) in an environmental studies program that operated out of British Columbia, Canada. In order to access information about students’ perceptions, the instrument was implemented in an Integrated Environmental Studies program called Experiential Studies 10 (ES 10) as part of a range of evaluation methods. The study was retrospective in nature utilizing a mixed method approach to determine the long-term effects of the program on participants’ citizenshi

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Ono, Leslie N. "Factors Affecting Proficiency Outcomes in a Foreign Language Program Over 20 Years." In Longitudinal Studies of Second Language Learning. Routledge, 2022. http://dx.doi.org/10.4324/9781003087939-8.

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Ragan, Lawrence C., and Lorraine J. Ramirez Villarin. "X-FILEs Jam: Ideation Process and Outcomes." In Innovative Learning Environments in STEM Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58948-6_7.

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AbstractThis chapter comprises the motivations behind the X-FILEs Jam, the goals expected, and a thorough description of the day’s events, outcomes, and future recommendations. This student-focused event required teams to respond to a challenge statement that encouraged the creation of a solution to improve or enhance college-level STEM education while incorporating innovative learning environments. Keeping with connective themes of the original 2018 X-FILEs Workshop, the same four technology categories and aspects of teaching and learning were incorporated into the Jam. Each teams’ ideation p

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Conference papers on the topic "Program learning outcomes"

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Prasetyawati, Afra Mahendra, Werihisfenli Saragih, Mariana Frima, and Ade Romadhony. "Analyzing of the Alignment between Course Learning Outcomes (CLOs) and Program Learning Outcomes (PLOs) Using Textual Similarity-Based Methods." In 2025 International Conference on Advancement in Data Science, E-learning and Information System (ICADEIS). IEEE, 2025. https://doi.org/10.1109/icadeis65852.2025.10933307.

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Chit Siang Soh, Kia Hock Tan, Kim Ho Yeap, Vooi Voon Yap, and Yun Thung Yong. "Measuring learning outcomes of Bachelor degree program in outcome-based education." In 2010 2nd International Congress on Engineering Education (ICEED 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceed.2010.5940786.

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Pape, D. A. "Differential Assessment of the ABET “a-k” Program Outcomes Based on Learning Domains." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79994.

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In this paper each of the eleven EC 2000 “a-k” program outcomes are investigated in terms of Bloom’s three domains of learning. It is found that most of the published work in engineering assessment is focused on outcomes related to the cognitive domain. Some difficulties in assessing the outcomes involving the professional skills, which tend to fall in the affective domain, are addressed. Since some outcomes fall in a single domain and others encompass multiple domains, there is a need to use different, and possibly multiple, types of assessment techniques for each outcome. Specific methods fo

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Duan, Shanzhong (Shawn), and Kurt Bassett. "Integration of Course Learning Outcomes With Program Assessment for ABET Accreditation." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86896.

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This paper intends to discuss a course assessment procedure to link course learning outcomes to program outcomes for ABET accreditation requirements. ME 323 Vibrations is used as an example to demonstrate this course assessment procedure. The procedure begins with the development of course objectives and learning outcomes. Then course learning outcomes are directly mapped with the program outcomes. Mapped learning outcomes and program outcomes are integrated into the course syllabus, and shared with students. Students are required to read both of them as the first course assignment. Further, t

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Tanbour, Emad, and Suleiman Ashur. "Gap Analysis of Engineering Course Learning Outcomes, Syllabus and Program Learning Outcomes Using NCEES FE Exam." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50056.

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In this paper a methodology to identify gaps in course learning outcomes using Fundamentals of Engineering (FE) exam administered by the National Council of Examiners for Engineering and Surveying (NCEES) is presented. The methodology is applied to selected courses in General Engineering, Mechanical Engineering (international university), and Civil Engineering (US University). It has been concluded that the methodology succeeded to identify gaps in course learning outcomes of these courses and corrective actions to topics covered is consequently proposed. The proposed methodology is adequate f

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Celume, Mathilde Macarena-Paz, Marion Erouart, and Cécile Guignard. "MID-TERM PSYCHOMETRIC OUTCOMES OF HOP! : A FRENCH REEMPLOYMENT PROGRAM." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0631.

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Suroto, Bayu Budi Prakoso, Sudarso, and Vega Candra Dinata. "Condition of Program Learning Outcomes of Physical Education Study Program from Alumni Perspective." In International Joint Conference on Arts and Humanities 2021 (IJCAH 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211223.081.

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Ainane, Sami, and Chandrasekhar Thamire. "Linking Student Achievement to Learning Outcomes Assessment." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-82606.

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In 2005, the undergraduate program offered by the Department of Mechanical Engineering at the University of Maryland, College Park, will be undergoing the ABET accreditation review process. In view of the recent changes in the EAC criteria, the Department is currently implementing a reformed assessment program. Direct assessment practices are now being utilized to assess the outcomes, along with the other assessment tools and methodologies used during the previous years. As part of this process, individual courses in the curriculum are identified to target selected learning outcomes, related s

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Sengupta, Souvik, and Asit Kumar Das. "Automated Mapping of Course Outcomes to Program Outcomes using Natural Language Processing and Machine Learning." In 2023 IEEE 3rd Applied Signal Processing Conference (ASPCON). IEEE, 2023. http://dx.doi.org/10.1109/aspcon59071.2023.10396272.

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Mahadevan, Ramachandran, N. C. Shivaprakash, N. T. Khobragade, KVL Raju, and V. V. Nageswara Rao. "Implementing a sustainable methodology for assessment of course outcomes and program outcomes in an Indian Engineering Institute." In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654398.

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Reports on the topic "Program learning outcomes"

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Hoffman, Lee M., Clifford P. Hahn, Diane M. Hoffman, and Robin A. Dean. Evaluation of the Job Skills Education Program: Learning Outcomes. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada205352.

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Godfrey, Kathleen. Global Learning Outcomes of a Domestic Foreign Language Immersion Program. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1034.

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Cothren, Courtney, Kirsty Buchanan, and Monica McMurry. Assessing the Internship Experience: Practical Application of Knowledge to Support Program Learning Outcomes. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-755.

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Bayudan-Dacuycuy, Connie, Paola Ellaine Luzon, and Suzanne Zambrano. Cross-Border Student Mobility and Improvements in the Philippine Tertiary Education Program Relevance and Learning Outcomes. Philippine Institute for Development Studies, 2024. http://dx.doi.org/10.62986/dp2024.21.

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Mainly using qualitative data, this paper analyzes whether and how cross-border student mobility contributes to enhanced Philippine tertiary education programs. The paper recognizes that the intake of international students results from cross-border and home-based internationalization initiatives that mutually reinforce the improvement of programs and learning outcomes. The intake of international students further enhances home-based internationalization initiatives, thus creating a virtuous cycle of effective initiatives, relevant educational products, and increased foreign student enrollment

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Hunter, Nancee. Assessing Sense of Place and Geo-literacy Indicators as Learning Outcomes of an International Teacher Professional Development Program. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2697.

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Barham, Tania, Karen Macours, and John A. Maluccio. More Schooling and More Learning?: Effects of a Three-Year Conditional Cash Transfer Program in Nicaragua after 10 Years. Inter-American Development Bank, 2013. http://dx.doi.org/10.18235/0011482.

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Conditional Cash Transfer (CCT) programs have become the anti-poverty program of choice in many developing countries. Numerous evaluations, often based on rigorous experimental designs, leave little doubt that such programs can increase enrollment and grades attained--in the short term. But evidence is notably lacking on whether these short-term gains translate into longer-term educational benefits needed to fully justify these programs. This paper uses the randomized phase-in of the RPS CCT program in Nicaragua to estimate the long-term effects on educational attainment and learning for boys,

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Chelimo, Ph.D, Sheila, Carmen Cortez, Jessica Jackson, and D'Andre Weaver, Ph.D. Unintended Impact: How the Verizon Innovative Learning Schools Program Affected Its Educators' Job Satisfaction and Career Trajectories. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/212.

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While the Verizon Innovative Learning Schools program has produced the intended results, such as enhancing how teachers use technology in the classroom to increase student engagement, we have also discovered some unexpected outcomes—teachers and coaches in participating schools have experienced improved job satisfaction and increased opportunities for career advancement. This white paper investigates how the program is resulting in this unintended impact.

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Mahat, Marian, and Vivienne Awad. The 2022 Sophia Program. University of Melbourne, 2023. http://dx.doi.org/10.46580/124373.

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The Sophia Program is a one year professional learning program established by Sydney Catholic Schools in collaboration with the University of Melbourne. The professional learning program is unique, in that it not only involves the acquisition of knowledge and theory of school learning environments but also action-oriented evidence-based research within a professional learning community where groups of educators work collaboratively at the school- and system-level to improve student outcomes. Thirty five participants from six Sydney Catholic Schools participated in the 2022 program. This report

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Tribbett, Krystal, Derek Quezada, and Jimmy Zavala. Library Impact Research Report: Improving Primary Source Literacy Learning Outcomes through a Community-Centered Archives Approach. Association of Research Libraries, 2023. http://dx.doi.org/10.29242/report.ucirvine2023.

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As part of ARL’s Research Library Impact Framework initiative, the University of California, Irvine (UCI) Libraries used its humanities core program—a year-long undergraduate freshman course that introduces students to the development of scholarly research using primary and secondary source resources—to answer the research question, “When students ‘see themselves’ represented in archives, do they experience an affective response that has an effect on how and what they learn through primary source literacy workshops?” UCI used entrance and exit surveys as assessment tools. Survey results show t

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Wong, Debbie, Hilary Hollingsworth, Prue Anderson, Payal Goundar, and Agnes Mercer. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR. Final report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-728-1.

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The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL). A key focus of these reforms is the rollout of a new national primary curriculum intended to improve teaching quality and learning outcomes for students. As part of a multi-year study series, the Education Analytics Service (EAS) investigated how the BEQUAL program made a difference to improving these teaching and learning outcomes.

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